The information in this program outline is provided by the program representative and edited by the CEBC staff. The Positive Discipline program has been reviewed by the CEBC in the area of: Parent Training, but lacks the necessary research evidence to be given a Scientific Rating.

• Types of Maltreatment: Does not target any specific kind of maltreatment
• Target Population: Parents of children who are typically developing (infants through teens) and teachers of children (toddlers through teens) who are typically-developing. Parents, teachers, and service providers of children with special needs (infants through teens), including children with disorders of attachment, children on the autism spectrum and children exposed to trauma.

Based on the work of Alfred Adler and Rudolf Dreikurs, Positive Discipline promotes an internal locus of control, self-regulation, understanding others' perspectives, and the desire to contribute in meaningful ways to the community. The model can be categorized as a form of “authoritative” parenting – one which promotes strong parent to child connection, as well as clear boundaries/limits.

Positive Discipline is taught in groups using an experiential model. Participants engage with the material through role play and activities that invite them to connect the new material with their current life. The model also gives parents/care-givers the opportunity to practice new skills within the safe environment of the class.

The goals include:

• Decreased harshness in parenting
• Increased connection (parent to child)
• Increased skill (parental and child) in self-regulation
• Increased skill in communication
• Increased skill in sharing and teaching responsibilities
• Increased skill in solution focused problem solving
• Ability to build family connections through the use of family meetings